ONTARIO EARLY YEARS CHILD and FAMILY CENTRES Initial Plan for the Rainy River District

ONTARIO EARLY YEARS CHILD AND FAMILY CENTRES Initial Plan for the Rainy River District

Contents Executive Summary ...... 1 Provincial Vision for Ontario Early Years Child and Family Centres ...... 3 Local Needs Assessment ...... 4 Families and children aged 0-6 ...... 4 Number and location of children and/or families that self-identify as Indigenous or French-speaking .. 5 Children and/or families with identified social and/or developmental vulnerabilities ...... 6 Employment data and child/family risk factors such as contact with child welfare ...... 6 Community Engagement for the Planning of OEYCFC ...... 8 Community mapping ...... 8 Community engagement planning...... 8 Engagement activities and outcomes ...... 9 Communication of findings ...... 12 District Summary of Community Engagement Results ...... 12 Initial Plan ...... 14 1. Developing strategies to overcome structural barriers to participation ...... 14 2. Building program awareness ...... 15 3. Fostering community-based participatory program planning ...... 16 4. Creating inclusive and culturally responsive programming ...... 16 5. Cultivating and maintaining partnerships and networks ...... 17 6. Supporting and enabling a systematic approach to quality programming...... 18 Community Highlights ...... 19 Fort Frances ...... 19 Mandatory Core Services ...... 21 Atikokan ...... 26 Mandatory Core Services ...... 27 Emo ...... 32 Mandatory Core Services ...... 33 Stratton ...... 38 Mandatory Core Services ...... 39 Rainy River ...... 44 Mandatory Core Services ...... 45 Appendices ...... 48 Appendix 1: Community groupings ...... 48 Appendix 2: Rainy River District Map ...... 49 Appendix 3: Population, families and children ...... 50 Appendix 4: Aboriginal identity ...... 51 Appendix 5: Utilization of Best Start Hubs ...... 52

Acknowledgements

We gratefully acknowledge the contributions of the Rainy River District Best Start Network and Best Start Hub staff in the development of this initial plan for Ontario Early Years Child and Family Centres in the Rainy River District. These groups played an important role in enabling community engagement and providing feedback during the planning process. We also recognize and are thankful for the meaningful contributions made by parents, caregivers and service providers in the region who took the time to complete surveys and participate in consultations.

Ontario Early Years Child and Family Centres (OEYCFC) Initial Plan for the Rainy River District

Executive Summary In early 2016 the Ministry of Education released its Public Plan for Ontario Early Years Child and Family Centres which outlines the province’s intention to transform ministry-funded child and family programs into an integrated, cohesive system of services known as Ontario Early Years Child and Family Centres (OEYCFCs). The province currently funds four child and family programs including Ontario Early Years Centres, Parenting and Family Literacy Centres, Child Care Resource Centres, and Better Beginnings Better Futures programs. All four programs will begin transitioning to a seamless system of services for families and young children as of January 2018. The Rainy River District Social Services Administration Board (DSSAB) was designated as the service system manager to guide the transformation of child and family programs into OEYCFCs in partnership with local service providers within the Rainy River District. Beginning in 2018 the Rainy River DSSAB will be responsible for the local management of OEYCFCs within its service area. The Ministry has indicated that 2018 will be a year of transition as child and family programs transform their services. Five child care resource centres, known as Best Start Hubs, currently operate in the District, in the communities of Atikokan, Emo, Fort Frances, Rainy River and Stratton (Morley Township). None of the other three provincially funded child and family programs involved in the transition to OEYCFCs (i.e. Parenting and Family Literacy Centres, Ontario Early Years Centres, Better Beginnings Better Futures) operates in the District. The initial planning for OEYCFCs employed a multi-pronged community engagement approach and needs assessment during the spring and summer of 2017 that involved community mapping and engagement of service providers, local officials, Best Start Hub staff and operators, and parents and caregivers. Feedback was collected using a variety of methods, including surveys, community consultations, and focus groups. A total of 450 responses were collected and analyzed to inform the development of the initial plan. The plan is founded on six key recommendations to guide service system planning as Best Start Hubs transition to OEYCFCs in 2018: 1. Developing strategies to overcome structural barriers to participation 2. Building program awareness and understanding 3. Fostering community-based participatory program planning 4. Creating inclusive and culturally responsive programming 5. Cultivating and maintaining partnerships and networks 6. Supporting and enabling a systematic approach to quality programming Communities will continue to be engaged throughout the implementation of the OEYCFCs, and the OEYCFCs will be accountable for developing plans to engage the community to inform planning beyond the transition phase.

All of the current child care resource centres in the District will transition to OEYCFCs effective January 2018. In addition a funding proposal has been submitted under The Journey Together: Ontario’s Commitment to Reconciliation with Indigenous Peoples to include the child and family programs of the United Native Friendship Centre in Fort Frances as an official part of the OEYCFC system in the District. Program operators for all centres will remain the same at this point, as the engagement process revealed that each of the communities has a demonstrated need for an OEYCFC and that programs run by current operators have a positive impact within communities. This document provides a summary of the local needs assessment and community engagement process as well as the initial plan for the transition of Best Start Hubs to OEYCFCs in the Rainy River District.

Provincial Vision for Ontario Early Years Child and Family Centres The Ministry of Education’s Ontario Early Years Child and Family Centres Business Practices and Funding Guidelines for Service System Managers (July 2017) outlines service expectations for OEYCFCs of which the overall intent is to support all children, parents and caregivers in learning, growing and connecting. To support this vision OEYCFC programs will adhere to the following guiding principles: Child and Family Centred: All programs and services are designed and delivered to meet the unique needs of parents, caregivers and young children to support their learning, development and well- being. Welcoming: Child and Family Centres provide a warm and welcoming environment based on the foundational conditions for supporting growth and long-term success (belonging, well-being, engagement and expression). High Quality: Programs and services are designed to support positive experiences and outcomes and foster nurturing relationships between children, parents and caregivers and are based on the latest evidence and research. Inclusive: Programs and services are accessible and responsive to children, parents and caregivers with varying abilities and cultural, language, socio-economic, sexual orientation and religious backgrounds. Integrated: Programs and services are developed, coordinated and delivered in a cohesive manner in collaboration with broader community services, school boards, early years partners, primary care providers, parents and caregivers. Community Led: Communities, educators, parents and caregivers are engaged in designing Child and Family Centre programs and services that embrace and build on their strengths, address identified gaps and meet their unique needs. Child and family centres must be designed and delivered to achieve the following key goals and objectives: a. Parents and caregivers have access to high quality services that support them in their role as their children’s first teachers, enhance their well-being, and enrich their knowledge about early learning and development. b. Children have access to play and inquiry-based learning opportunities and experience positive developmental health and well-being. c. Parents and caregivers have opportunities to strengthen their relationships with their children. d. Francophone children and families have access to French language programs and gain enhanced knowledge about language and identity acquisition. e. Indigenous children and families have access to culturally responsive programming. f. Parents and caregivers are provided with timely, relevant and up to date information about community and specialized services. g. Local service providers collaborate and integrate services to meet community needs in an efficient and accessible way.

A suite of mandatory core services are intended to guide the programming of OEYCFCs in order to achieve the intended provincial goals and objectives and have a consistent level of service available to children and families across Ontario. The core services are related to three primary areas: 1. Engaging parents and caregivers, 2. Supporting early learning and development, and 3. Making connections for families. Highlights regarding current child and family program strengths and opportunities as they relate to the mandatory core services are included at the end of the report for each community with programs transitioning to OEYCFCs (i.e. Fort Frances, Atikokan, Emo, Rainy River, Stratton).

Local Needs Assessment The Rainy River District is located west of the Thunder Bay District, south of the Kenora District, and borders Minnesota, just east of Manitoba. There are ten municipalities within the District, nine First Nations, and a large unincorporated territory. The majority of the population is concentrated along the Ontario-Minnesota border in the central portion of the District. The District is geographically large, over 15,000 square kilometres, and with a population of 20,110, has a population density of 1.3 people per square kilometre. It is common for individuals to travel outside of the District to access services in a larger urban centre including specialized health services. Atikokan Township is the easternmost community in the District and is 200 kilometres west of Thunder Bay. The Town of Fort Frances, which is the most populous community in the District, is 150 km west of Atikokan, and at least 350 kilometres east of Winnipeg through the United States. There are five currently funded child care resource centres known as the Best Start Hubs in the District, which will transition into Ontario Early Years Child and Family Centres (OEYCFCs). These centres are located in the communities of Atikokan, Emo, Fort Frances, Rainy River and Stratton (Morley Township). The centres in Atikokan, Rainy River and Stratton are operated by non-profit boards and those in Fort Frances and Emo are run by their respective municipality. An additional centre operates as a Hub and is run by the United Native Friendship Centre in Fort Frances and is not currently supported through provincial child and family program funding. Five of the centres operate in municipalities that have a concentration of services and are accessed by residents of nearby communities with few services. For the purpose of service planning, less populous municipalities have been grouped with the closest municipality with access to services to form a community grouping. Stratton in Morley Township and Mine Centre in unorganized territory each stand as a community as they are not in close proximity to a service centre. Appendix 1 contains a complete list of the community groupings. Families and children aged 0-6 The Rainy River District is home to 2,735 families with children aged 0-24, with 1,590 children aged 0-6, as of the 2016 Census of Canada. The majority of families and children aged 0-6 are concentrated in the largest communities of Atikokan, Emo and Fort Frances. See Appendix 2 for a district map highlighting population, numbers of children aged 0-6, and OEYCFC/Best Start Hub locations; a table of population

counts, number of families with children, and number of children aged 0-6 in the Rainy River District is additionally provided in Appendix 3. From 2011 to 2016, the Rainy River District experienced a population change of -1.3%. Over the 10-year period of 2007-2016, the number of live births showed an overall decline in the communities of Atikokan and Rainy River, while Emo has shown a slight upward trend (Chart 1). Stratton experienced fluctuations which are difficult to characterize given the low population. Fort Frances also experienced variabilities, particularly over the years 2011-2013, with significant peaks in 2010 and 2012, and a 10- year low in 2011 in which live births fell 25%. District-wide, there were 190 live births recorded in 2011, which led to a crude birth rate of 9.3 that year. In 2016, there were 207 live births resulting in a crude birth rate of 10.3.

Live births in the Rainy River District (Community Groups) (2007 - 2016) 125 105 98 92 80 88 90 82 86 91 82

41 41 45 3539 36 38 37 34 33 29 30 29 25 26 25 21 20 20 17 16 16 16 16 1517 13 13 13 14 11 11 11 10 10 9 7 8 8 5 5

1 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Fort Frances Emo Atikokan Rainy River Stratton

Chart 1: Number of live births in the Rainy River District, 2007-2016. Source: Ministry of Health and Long-Term Care. Inpatient Discharges 2007-2016, IntelliHealth Ontario (database). Accessed July 11 & August 30, 2017. Note: Communities were grouped for analysis; see Appendix 1. Number and location of children and/or families that self-identify as Indigenous or French-speaking The 2011 National Household Survey (Statistics Canada) provided a population estimate of 4,475 persons of Aboriginal identity in the Rainy River District, representing 22.3% of the total population of the District. It was estimated that among persons aged 0-9 in the Rainy River District, 825 are of Indigenous identity, representing 34.5% of this age group. The estimate of persons of Aboriginal identity for the Province of Ontario was 2.4% of the total population, and 3.4% of persons aged 0-9 years. These figures include persons who reported being First Nations (North American Indian), Métis or Inuk (Inuit) and/or those who reported Registered or Treaty Indian status, and/or those who reported membership in a First Nation or Indian band. A high global non-response rate for the voluntary 2011 National Household Survey resulted in high levels of data suppression in Northern Ontario. As a result, many communities and First Nations in the

Rainy River District were not enumerated and only district-wide population numbers have been used. For additional details, refer to Appendix 4. There are no designated French-language areas in the District as there are few French-speaking residents. In the 2016 Census of Canada, 1.5% of the District population, or 300 individuals, reported French as their mother tongue. Only 170 individuals reported speaking French in the home. Children and/or families with identified social and/or developmental vulnerabilities Cycle 4 of the Early Development Instrument (EDI), collected in 2015, measured the developmental health of 181 second year Kindergarten students in the Rainy River District. Overall, 27.6% of children in the District with a valid EDI were measured as vulnerable in 1 or more domains, a slight decline from the rate of 29.7% in 2012. This is attributable to the decline in the rate for girls, which dropped from 20.2% in 2012 to 16.5% in 2015. The vulnerability rate for boys, however, rose from 37.2% in 2012 to 40.5% in 2015. The domain with the highest vulnerability rate for the District was the Physical Health and Well Being domain, where 15.5% of the children were vulnerable, a decline of 4.3 percentage points from 2012.

SK Students Vulnerable in 1 or More Domains Early Development Instrument (2015)

Boys Vulnerable Rainy River District Girls Vulnerable Rainy River District Rainy River District Total Ontario Total 30% 26.2% 25% 19.0% 20% 14.3% 16.7% 16.1% 14.4% 15% 15.5% 11.9% 11.6% 8.8% 8.3% 10% 12.4% 12.3% 11.6% 10.7% 8.3% 5% 7.2% 4.1% 4.1% 5.2% 0% Physical Health & Social Competence E m o t i o n a l Language & Communication W e l l - B e i n g M a t u r i t y C o g n i t i v e Skills & General Development K n o w l e d g e

Chart 2: Percentage of Kindergarten Year 2 (SK) students vulnerable in one more domains, by gender, Rainy River District as totals and Ontario as totals. Source: Reynolds, W. (2016). How well are our children developing? Results of the 2005-2015 Early Development Instrument for the Kenora & Rainy River Districts. Kenora, Ontario. Employment data and child/family risk factors such as contact with child welfare Employment in Northwestern Ontario (Thunder Bay, Rainy River, and Kenora Districts) has been trending downwards since 2003, when it reached a peak of 117,000, an employment rate, which is the number of persons employed as a percentage of the population aged 15 years and over, of 65.9%. Since then, there has been a downward trend in both the employment rate and employment as a proportion of total provincial and national employment and the employment rate appears to be more

volatile and lower than provincial and national rates.1 In 2016, employment in Northwestern Ontario was 100,000, an employment rate of 58.2%.2 Data for the Rainy River and Kenora Districts for 2016 shows the employment rate as 2.2% lower, and the unemployment rate as 0.6% higher, than that for the province.

Labour Force Estimates (2016)

Geography Unemployment Employment rate (%) rate (%) Rainy River District, Kenora District 7.2 58.5 Ontario 6.6 60.7 Canada 7 61.1 Table 1: Unemployment rate and labour force participation in the Rainy River and Kenora Districts, Ontario and Canada (2016). Source: Statistics Canada. Labour Force Survey - LFS characteristics by 2011 Census Division boundaries - two year average estimates. Accessed August 9, 2017. Child and family risk factors in the Rainy River District are significantly higher than the provincial average on two measures: 1) infants in the District have more parents or parenting partners with history of depression, anxiety, or other mental illness, and 2) the District also has a higher rate of infants with parents or parenting partners who have been involved with Child Protection Services as a parent. Risk Factors for Healthy Child Development (2015)

Risk Factor Rainy River District Ontario 2015 (%) 2015/16 (%) Infant’s mother is a single parent 5.60 5.60 No designated primary care provider for mother and/or infant 2.70 2.70 Infants with families who have concerns about money 3.80 3.40 Parent or partner with mental illness 22.00 16.10 Parent or partner with a disability 1.60 1.10 Involvement with Child Protection Services 6.00 3.90 Table 2: Risk factors for healthy child development in the Rainy River District. Data captured for infants less than seven weeks of age by the Healthy Babies Healthy Children (HBHC) Screen. Source: (1) Ministry of Health and Long-Term Care. Healthy Babies Healthy Children (HBHC) Screen, IntelliHealth Ontario (database). Accessed July 31, 2017. (2) Public Health Ontario. Snapshots: Risk Factors for Healthy Child Development. Toronto, ON: Ontario Agency for Health Protection and Promotion. Accessed July 28, 2017 Available from: http://www.publichealthontario.ca/en/DataAndAnalytics/Snapshots/Pages/Risk-Factors-Healthy-ChildDevelopment.aspx

1 Cuddy, J. (2015). Settling Down in the Northwest: Stability and Opportunity in the Northwestern Ontario Labour Market. Thunder Bay: Northern Policy Institute. 2 Statistics Canada. Table 282-0123 - Labour force survey estimates (LFS), by provinces, territories and economic regions based on 2011 Census boundaries, annual (persons unless otherwise noted), CANSIM (database). Accessed September 1, 2017.

Community Engagement for the Planning of OEYCFC The planning of OEYCFCs employed a multi-pronged approach that involved community mapping and engagement of service providers, local officials, Best Start Hub staff and operators, and parents and caregivers. Feedback was collected using a variety of methods, including surveys, community consultations, and focus groups. Qualitative data was collected in all of the engagement activities, and quantitative data was collected in surveys. Some residents provided feedback in numerous ways in different capacities: as a community member at a community consultation, as a parent in the parent and caregiver survey, and as a service provider at a focus group. A total of 450 responses were collected in the planning process. Community mapping An inventory of early years and community services in the Rainy River District was created and service locations were mapped. Early years service providers included were public and Catholic schools, local public health units, hospitals, child and family services, native friendship centres, licensed child care centres, nursery school, libraries, Best Start Hubs, youth sports associations, recreation centres and early years coalitions. Community service providers and government organizations include those that provide families with access to food, shelter, clothing, and income, such as grocery stores, food banks, crisis centres, thrift stores, social assistance programs, employment agencies, and post-secondary institutions. Other organizations that support the wellbeing of families include municipal offices, churches, service clubs, and child and family legal services. Interactive community maps were created and will be used by centres in partnership with their respective communities to further explore service gaps and duplications, partnership opportunities, and potential service delivery methods and locations during the implementation phase. Community engagement planning A community engagement plan was developed in consultation with the Rainy River District Best Start Network, a multidisciplinary children’s planning table funded by the Ministry of Education which acted as the advisory board for the OEYCFC planning in the Rainy River District. Membership of the Best Start Network includes representatives from local school boards, public health, infant and child development, mental health, licensed child care, First Nations and Indigenous organizations, health and social services, post-secondary and training, Best Start Hubs, and specialized community services. The Network provided input at monthly Best Start Network meetings, where members received updates and gave feedback on the engagement process and materials developed to promote engagement opportunities. Additionally, Network members provided connections that enabled engagement at community events, and contributed to the development of service provider and parent and caregiver surveys. The community engagement plan was shared with the Best Start Hubs prior to the start of the engagement process. Best Start Hub staff were also consulted on materials developed to promote engagement opportunities, and the location and scheduling of community consultations and parent focus groups. Updates on the engagement process were provided to Hub staff via email. The community engagement plan also incorporated feedback from community members, who recommended more extensive use of social media and a more focused campaign message to increase awareness and engagement. Demographic information collected from engagement activities was also evaluated to identify low engagement groups to inform additional planning. With that said, a few groups remain clearly underrepresented at the end of the planning process, including fathers and male

caregivers as well as families not accessing Best Start Hubs and/or other formal services such as licensed child care and health services. Communities will continue to be engaged during the implementation of OEYCFCs, through ongoing communication of the process to the public, and invitations to provide feedback as plans are refined. In addition, subsequent engagement activities will address limitations and follow-up on opportunities identified during the planning process. The OEYCFCs will also be accountable for developing plans to engage their communities to inform planning beyond the implementation phase. Engagement activities and outcomes The choice of location and frequency of community-specific engagement activities were intended to minimize barriers to participation such as lack of transportation and schedule conflicts. Accordingly, community consultations were held mostly in the evening to include participation of working families. A different venue was also chosen each time that multiple sessions were held in a geographically large community (e.g. Atikokan Township) to encourage participation by a diverse range of residents. The location and timing of parent focus groups were determined with service providers, who are most familiar with local families, and multiple service provider focus groups were offered in the Town of Fort Frances, where services are most concentrated and most of the mobile outreach services are based. Table 3 below provides a summary of community-specific engagement activities. Community-Specific Engagement Activities Number of Sessions Service Community Community Community Parent/Caregiver Provider Focus Consultations Events Focus Groups Group Atikokan 2 1 1 1 Emo 2 1 1 1 Fort Frances 2 7 2 3 Mine Centre 1 1 - - Rainy River 2 - 1 1 Stratton 1 - 1 - TOTAL 10 10 6 6 Table 3: Summary of community-specific engagement. See Appendix 1 for municipalities included in each community group. Responses in the district-wide service provider survey included representation from all communities, and the parent and caregiver survey included representation from all communities except Mine Centre in unorganized territory. Community consultations Ten community consultations were held throughout the District. The consultations were promoted through Best Start Network members, on social media via the Facebook pages of various early years service providers, in local newspapers, by Best Start Hubs, at local businesses and on community bulletin boards. A total of 57 community members attended the consultations. Stratton (29) was the most-well

attended session, and Mine Centre (0) and Fort Frances (1) were the least attended. The consultations were well attended by early years service providers, parents and caregivers, and Best Start Hub staff. Service provider survey and focus groups The service provider survey was held from May 12 – May 29, and received a total of 62 responses. An email invitation to complete the online survey was sent to early years and community service providers in the District. The survey was also shared with the Best Start Network, and Network members promoted the survey within their organizations. Of the 50 respondents that provided information about their field of work most are employed in health and social services, followed by children’s programs and education professionals as well representatives from municipal government and library services. A large proportion of respondents identified their professional role as direct service provision (26); followed by administration/management (17), board member/elected official (4), and senior executive (2). Many respondents indicated they work in all of the communities and/or First Nations in the District which was not surprising as many services are concentrated in Fort Frances and outreach to the rest of the District. There were six service provider focus groups held, and a total of 21 service providers attended a focus group, including three who were not able to attend a focus group in their community and provided feedback via email or over the phone. Information about the focus groups was shared with the Best Start Network, on the Best Start Network Facebook page, in an email to early years and community service providers in the District, and on a flyer distributed at local offices of service providers. Parent and caregiver surveys and focus groups The parent and caregiver survey ran from June 13 – July 17, and received a total of 168 responses. The survey was available online and on paper, and was promoted throughout the District through:  Advertising by direct mail, in newspapers and at local businesses;  Best Start Hubs – promotion by staff with paper surveys available;  Best Start Network Facebook page;  Flyers to over 120 families that currently access Ontario Works;  Flyers in monthly Healthy Living Food Boxes that reached over 400 people;  Interaction with parents/caregivers at local Kindergarten play dates and soccer games for young children;  Paper surveys at the DSSAB offices in both Fort Frances and Atikokan. The survey was additionally promoted with a draw for six $50 Walmart gift cards. Demographic information in the survey showed that the number of responses from each community is proportional to the community’s population in the District for the most part, with Stratton slightly overrepresented, and Fort Frances slightly underrepresented. Most communities were represented in the survey with the exception of Mine Centre. While few respondents indicated that they live in or near First Nations communities, 24.8% of survey respondents identified as Indigenous, which is reflective of the proportion of the District population that identifies as Indigenous. Additionally, as demonstrated in Chart 3 survey respondents included parents and caregivers across all income levels.

Parent/Caregiver Survey: Income Distribution of Respondents 30 27 27 27 26 25 21 20

15 14

0 Under $30,000 $30,001 to $50,001 to $75,001 to Over $100,000 Choose not to $50,000 $75,000 $100,000 answer

Chart 3: Gross household income of respondents to the parent/caregiver survey. Number of respondents: 142. A focus group was held with each of the five funded Best Start Hubs and the United Native Friendship Centre Hub that is not currently funded by the DSSAB. Each Hub promoted the focus group to parents and caregivers that currently access the centre, and a total of 25 parents and caregivers attended a focus group. Feedback was collected at all the focus groups with the exception of the Fort Frances Hub, where no one attended the focus group. Additional focus groups were planned for families who access Ontario Works, and parents with children with special needs, but these were cancelled due to low response. A two-page survey was subsequently developed and distributed to groups with low engagement. Of the 59 surveys collected, 47 came from individuals accessing Ontario Works, two from parents with children with special needs, and 10 from families accessing early years programming at the Fort Frances Public Library Technology Centre. Community events Best Start Network members provided opportunities for participation in 10 community events, including four Kindergarten play dates at local elementary schools, three year-end school BBQs, two annual community events, and one monthly community event. Community events provided opportunities to promote awareness of Best Start Hubs and engagement activities for the planning of OEYCFCs. Additionally, residents shared thoughts about early years programming on post-it notes or a one-page survey. The survey was also distributed at local gatherings in Emo. A summary of engagement activities, including the timeline and the number of people engaged for each activity is provided in Figure 1 below.

Figure 1: Summary of community engagement activities for the planning of OEYCFCs. Communication of findings Findings from engagement activities were shared with the Best Start Hubs and the Best Start Network. Outcomes of the initial plan will also be shared on the Best Start Network Facebook page, in a newsletter with individuals who subscribed to email updates during the planning process, and in an email to early years and community service providers. The use of the internet and social media to share information is consistent with preferences for accessing information indicated in community consultations and the parent and caregiver survey. Branding activities and public awareness A plan for public awareness and branding activities for the OEYCFCs is pending the release of the Ministry of Education’s guidelines in the fall of 2017 and is a key component of the initial plan.

District Summary of Community Engagement Results This District Summary describes the results of the community consultations which revealed both strengths of existing programs as well as gaps in services based on data that was consistent across all communities within the District. While each community in the District identified unique strengths and challenges in terms of providing services for young children and families, this section focuses on common themes across communities. Community-specific highlights from the engagement process are located at the end of this document following the initial plan. The Best Start Hubs play an important role in supporting children and families within their communities. Given the expansiveness of the District, and that few formal services exist in many of the communities, there is generally a strong need to not only maintain, but in some instances also expand the current programs. Hub operators will remain the same, as each of the communities have a demonstrated need for an OEYCFC and programs run by current operators have a positive impact on the communities. See Appendix 5 for utilization of current Best Start Hub programs. There is much to be celebrated about the contributions of current child and family programs and their integral role to supporting child development and strong families in their communities. Of the 168 parents and caregivers surveyed, 90 (54%) indicated that they attend programs at the Best Start Hubs. Of these, 46% indicated that the programs meet their needs very well and 39% indicated that the

programs meet their needs moderately well. Key strengths of the programs as revealed through the community engagement process include:  Centres have caring, welcoming, and skilled staff

 Centres offer a variety of programs for families including but not limited to parenting, food and nutrition, and school readiness

 Community outreach programs (where they exist) are well attended and appreciated by families and help to increase access to centres  Centres provide a place for parents and caregivers to socialize and engage with other parents and caregivers which was frequently indicated as important to parents and caregivers

 Centres provide a place for children to interact with other children and build social skills and create friendships. Very little duplication in service was noted during the engagement process. This is likely due in part to the limited services available in most communities. Some respondents also indicated that in instances where multiple agencies offer similar services it’s often viewed as increasing parental choice and access as opposed to duplication. Service duplication will be further explored by centres during the implementation phase utilizing the interactive community maps in conversation with partners and families. Though mention of service duplication was minimal, several gaps in service were identified including:

 Programs for the entire family (i.e. inclusive programs for families with children of all ages)  Programs grounded in Indigenous culture and language

 Programs that promote cultural safety  Programs that engage with and are inclusive of fathers and male caregivers, families living on low income, and newcomers to the community

 Programs that are accessible to people with limited or no access to transportation  Greater program variety including programs that promote attachment and more recreation, physical activity, and food and nutrition programs  Developmental screening, enhanced early identification, and improved referrals

 Parenting support groups Parent and caregivers as well as service providers were also asked about services for families and children beyond those specific to the core mandate of OEYCFCs. Overall respondents indicated that parents of young children really need affordable childcare, recreation and physical play opportunities, and affordable, healthy food. When asked about what children need the primary responses were recreation and physical play opportunities, more programs and a greater variety of programs, and extended program hours.

Initial Plan There are six primary areas for action identified as fundamental to successful program design and implementation in order for OEYCFCs to meet local community needs and provincial goals. The key recommendations forming the basis of the initial plan to guide service system planning as Best Start Hubs transition to OEYCFCs in 2018 are: 1. Developing strategies to overcome structural barriers to participation 2. Building program awareness and understanding 3. Fostering community-based participatory program planning 4. Creating inclusive and culturally responsive programming 5. Cultivating and maintaining partnerships and networks 6. Supporting and enabling a systematic approach to quality programming 1. Developing strategies to overcome structural barriers to participation Structural barriers can affect affordability, availability, and access to programs. Primary barriers identified in the community engagement process include programs not being available during accessible times for families and people not having access to transportation. Lack of transportation is a long-standing barrier to accessing to early years services in Rainy River District. The District spans a large geographical area with considerable distance between population centres and no public transportation in or between any of the communities. Some centres have successfully undertaken outreach to other locations within the community and there is the opportunity to expand this outreach particularly within Fort Frances where outreach services have been limited in recent years. Outreach to smaller, rural communities was done by some Hubs in the past including to Mine Centre, Barwick, and Bergland. Rural outreach is another opportunity to increase access to services for families, and this is detailed in the community-specific sections that follow. Transportation was one of four key elements identified by parents during the consultations for operating successful parent-focused programs: 1) Transportation provided 2) Free food available for participants 3) Child care with opportunities for play provided during programming 4) Meaningful learning opportunities. Ensuring parent-focused programs satisfy all of these criteria will help to remove structural barriers for parents and increase the likelihood of their ability to participate. Other key factors considered by parents and caregivers when choosing programs and services include the cost of the program with free programs being preferable, the opportunity for casual participation (i.e. no registration required) and programs that offer activities that parents do not want to do at home (e.g. activities that are messy, costly, or require advance preparation).

Most centres operate during regular business hours during the normal work week (i.e. day time hours between Monday and Friday). Presently none of the centres operate regular hours on weekends, and only one centre, Rainy River, offers some regular evening hours. During consultations families indicated a preference for extended program hours, as there are limited activities available for families on weekends and the current centre hours are prohibitive to the attendance of many working families. The majority of respondents to the parent and caregiver survey were employed either full-time or part-time for pay, with most working full-time. Parents and caregivers gave the following preferences for accessing family and child programs with their child:  Weekday evenings (55%)

 Saturdays (52%)

 Sundays (40%)  Weekday mornings (35%)

 Weekday afternoons (31%) Centre staff indicated that programs were not well-attended during extended hours when offered in the past. As part of the transition planning it’s recommended that centres work with families and community partners to explore the historical context of extended hour programs and identify the types of programs and program times that would be of most interest and value during evenings and weekends in order to pilot extended hours programs in 2018. 2. Building program awareness The consultations revealed that often parents and caregivers are simply unaware of the existence of early years programs that they could attend with their children. One of the commonly identified obstacles to accessing the centres was a lack of awareness of them among both newcomers to the District and long-term residents. Current program signage is not highly visible and all centres can benefit from improved signage. Parents and caregivers indicated their top three preferred means for accessing information to support them in their role as a caregiver are: 1) the internet/websites, 2) family/friends and 3) social media (e.g. Facebook, Twitter). While most centres are utilizing social media, they can strengthen their social media presence as well as better capitalize on the platform’s popularity and ease of access for actively engaging with parents and caregivers and communicating information to support parents in their roles beyond the programs being offered by centres. Programs can also be better promoted by posting program information in local, high-traffic places in communities such as the health unit, municipal office, and library to ensure that information is accessible and inclusive for individuals who have varying levels of literacy and different preferences for accessing information. A District-wide communication strategy will be developed with centres in 2018 once the province’s branding and awareness strategy is released.

3. Fostering community-based participatory program planning The creation of inclusive, meaningful programs along with the elimination of persistent service inequities requires the engagement of multiple perspectives, resources and skills including those of the people most affected by the issue. While centre staff currently engages with families that attend their programs about the type of programming families would like to have offered, centres are challenged with developing effective means for engaging with families not already attending programs. One of the limitations of the parent and caregiver engagement done as part of the community consultations was that respondents were largely comprised of people already engaged with the centres. Increased community engagement and participatory planning is required to determine and meet the needs of families not actively engaged with the centres. The consultations revealed some insight into key program components for child and family centres to include in their planning. When asked to rank several items in terms of their importance to them, parents and caregivers responded with three priorities: 1) having my children meet other children to make friends, 2) ensuring my child is ready for school, and 3) finding someone to talk to when I have questions about my child’s development. Strategies for increasing community-based participatory planning will be built into centres’ work plans during the implementation phase. 4. Creating inclusive and culturally responsive programming While most centres were noted to be friendly and welcoming environments by people attending programs, social distance was identified as a barrier in some instances including for those living on a low income, Indigenous families, fathers, and newcomers to the community. Programs have the opportunity to minimize this distance and increase their reach to more members of the community by focusing on creating environments where all cultures, genders, and income groups feel welcome. Families from different cultural groups have different views and goals for child development and different strategies for achieving them; and cultural beliefs and practices can keep families from accessing programs. Families do not always know how to access services and whether they are welcome. Cultural awareness and responsiveness on the part of centre staff can reduce the apprehensiveness that parents may feel about accessing services which often means that they do not access services at all. Currently, the United Native Friendship Centre in Fort Frances operates its early years’ programs as a Best Start Hub without the assistance of provincial funding. Close to one-third of the parents and caregivers in Fort Frances who responded to the question in the parent/caregiver survey, ‘Is your first preference to access child and family programs from an Indigenous service provider’ did so positively indicating that there is a need for early years programs to be offered by Indigenous organizations in the community. A proposal has been submitted under The Journey Together: Ontario’s Commitment to Reconciliation with Indigenous Peoples to enhance the early years services currently being offered by the friendship centre and have it officially included as part of the OEYCFC system in the District.

A portion of parents and caregivers also indicated that they and their children do not have enough opportunities to learn about Indigenous (First Nation, Métis, Inuit) cultural teachings and traditions. Specifically, service gaps were identified as cultural specific programs (e.g. traditional ceremonies, traditional teachings, medicine walks, cultural crafts such as beading, etc.), access to traditional people/elders, and access to culture and language. Best Start Hub staff has identified the need for increased support in developing their cultural competency skills, creating more culturally relevant programs, and building culturally safe environments. Recognizing that Indigenous families comprise a significant proportion of the District’s population, as well as the importance of ensuring that diversity and inclusion are honoured in all early years programs, child and family programs and policies need to be designed to intentionally address the needs of Indigenous families with young children. A District- wide strategy will be created in partnership with the community to help centres develop a culturally responsive approach to pedagogy that enriches the way they work with families. 5. Cultivating and maintaining partnerships and networks Early years services for families are greatly enhanced when providers from different disciplines such as education, health, and social services work in partnership. Currently, Best Start Hubs partner with a variety of different agencies and service providers, public health being a common partner across the District, although the extent to which this happens varies by centre and community. Less than half of all management and executive level respondents to the service provider survey indicated that their organizations had partnerships for the provision of services or service agreements and/or protocols with the Hubs. However, 75% of those same respondents indicated that opportunities exist for further collaboration. All communities indicated that more coordination and collaboration among early years’ service providers would be beneficial. Families often do not know how professional roles and responsibilities are divided and who is ‘supposed to’ take care of specific needs within communities. Suggestions for Hubs and other service providers to increase awareness of programs and services among families included the implementation of community calendars, email listservs for service providers, and regular meetings of service providers to facilitate better information sharing and collaboration. Across the District 89% of respondents to the service provider survey indicated that they have referred clients to the Best Start Hubs and 77% seek out or collect information on Hub programs to give to their clients. Moving forward in the implementation phase child and family centre staff will play a stronger role in early years community planning and partnership development including:  Sharing the results of the community engagement process with local early years’ planning tables,  Actively participating in local early years planning tables (i.e. child health and/or healthy communities coalitions) on an ongoing basis if not already engaged,

 Identifying and making connections with local service providers that are not part of local planning tables and with which partnerships don’t already exist, and  Exploring opportunities for partnership and collaboration to support stronger services and better connections for families.

6. Supporting and enabling a systematic approach to quality programming High quality programs are a core component of the province’s vision for OEYCFCs. In any quality initiative, one of the critical components of its success is planning with intention and having a well- developed program plan. Work plans have not been required of Hubs in recent years, and will be reintroduced during the implementation phase. Centres will utilize the information and strategic direction contained within the initial plan along with the community-specific engagement results to develop a preliminary one-year work plan. Planning and assessment processes, tools and supports will be developed in collaboration with child and family centre staff and operators as well as community partners and key stakeholders including:

 A process for conducting routine needs assessments of parents and caregivers, including learning about the needs of specific sub-sets of parents and caregivers, and using the data to improve programs.

 An outcome measurement framework pending release of the provincial framework.

 A comprehensive approach to ongoing professional learning for child and family staff and operators. It is important to emphasize that focusing on professional learning does not mean that child and family centre staff are not qualified; they are already skilled professionals. As with any profession it’s important for early years professionals to continue to strengthen their practice throughout their career. The early years field is rapidly growing and changing, with new research and evidence being added to the body of knowledge. Ongoing professional learning for child and family centre staff is essential to ensuring that programs continue to be delivered in line with best practices, that programs are equipped with current resources for families, that staff are trained to deliver programs that are responsive to community needs, and that programs are of consistent high quality and align with provincial early years frameworks and guidelines including How Does Learning Happen? Ontario’s Pedagogy for the Early Years. It’s also a means to recognize the important work of early childhood education professionals.

Community Highlights Fort Frances Fort Frances is the most populous community in the Rainy River District, with a population of 7,735. The community is the largest service centre in the district, and is accessed frequently by residents of nearby communities. It is an international border town, adjacent to International Falls, MN. The municipality of Alberton, population 970, lies directly west of Fort Frances. Nearby First Nations include Couchiching First Nation, which borders Fort Frances on the northeast, Mitaanjigamiing First Nation, north of Fort Frances, and Lac La Croix First Nation, west of Fort Frances. Mine Centre, in unorganized territory, is located 70 km east of Fort Frances. Nigigoonsiminikaaning (Red Gut) First Nation is located 25 km west of Mine Centre, and Seine River First Nation is located 15 km east of Mine Centre. There are two child care resource centres in Fort Frances, the Fort Frances Best Start Hub, operated by the Town of Fort Frances and co-located with the Fort Frances Day Care several blocks north of the downtown centre, and the United Native Friendship Centre Hub, located in the centre of town. The United Native Friendship Centre Hub is not currently funded by the child care resource centre funding through the Ministry of Education. The UNFC identifies its early years programming (e.g. Healthy Babies, Healthy Children, CAP-C, Canada Prenatal Nutrition Program) as a Best Start Hub and there will be an application for funding an Ontario Early Years Child and Family Centre at this location through The Journey Together program proposal process. Community engagement activities in Fort Frances included one evening community consultation, nine community events, one parent/caregiver focus group, three service provider focus groups, and a two- page survey distributed to families accessing Ontario Works through the Fort Frances DSSAB office. Participation in a community event also took place in Mine Centre. There was a low level of community engagement in Fort Frances. In addition to the activities noted above, there were three other consultations or focus groups that had no attendees and one of the focus groups and one of the consultations were attended by only a single person. This limitation will be addressed during the implementation phase, when additional community engagement activities are planned. As the largest community in the district, Fort Frances has the greatest access to programs and services, and as a border town, also enjoys access to programs and services in International Falls, MN. Residents further reported that due to its close proximity, many individuals from Couchiching First Nation access services in Fort Frances. It was noted, however, that there are still few structured programs for families with young children, and that those offered at the Hub are sometimes not well-attended as the location is challenging to access from many residential sections of the community. Outdoor living in the summer is great, but winters can be long and difficult, especially when there are few activities available, particularly for those not interested in or able to afford organized sports. While there are many resources available in the community, it was reported that access to information about programs presents a significant challenge. Although there are many health and social service providers in the community, Fort Frances lacks access to specialized health care services. This is addressed through telemedicine, or through travel to specialists in cities such as Thunder Bay and Winnipeg. Residents also identified a need for improved access to mental health support for children of all ages.

There are wait lists for accessing licensed child care, and many community members instead rely on private, unlicensed child care. While there are choices for where to purchase groceries, food security is noted to be an issue in the community, speaking to the importance of food and nutrition programs. The DSSAB Community Homelessness Liaison reports that there is a scarcity of affordable housing in Fort Frances. There is no emergency shelter in Fort Frances and the only women’s shelter in the District is located in Atikokan, 150 km to the east. Both service providers and parents and caregivers identified transportation as a barrier to accessing services, especially for individuals without personal transportation. Fort Frances has a land area of 25.51 square kilometres. The low-cost transportation system Dial-a-Ride is available but access to this service can be unreliable and difficult for individuals travelling with young children. Services in Fort Frances, including the largest grocery store, public health unit, medical centres, and friendship centre are concentrated in the downtown region, in the southcentral area of the town. The Memorial Sports Centre and Fort Frances Public Library and Technology Centre are several blocks east of downtown. The Hub is located north, and is within walking distance (weather and season-permitting), of downtown. There are several family housing units located near the Hub.

Mandatory Core Services 1) Engaging Parents and Caregivers a. Inviting conversation and information sharing about child development, parenting, nutrition, play and inquiry-based learning, and other topics that support their role. b. Offering responsive pre- and postnatal support programs to enhance parent and caregiver well-being, enrich adult-child interactions and to support them in their role(s). c. Providing targeted outreach opportunities designed for parents and caregivers who could benefit from Child and Family Centre programs and services but are not currently accessing services for a variety of reasons (e.g., newcomers to Ontario, teen parents, low-income families, etc.).

Current program successes:

Awareness of the centre:  Hub programs and activities are promoted through its Facebook page and monthly calendar, shared by email with printed copies available at the centre.  The centre maintains a bulletin board for community services and events of interest to families with young children.  Current programs engage new parents on parental leave.

Centre environment:  The centre is noted to be welcoming with caring staff.

Programs and services:  Thirteen parents/caregivers surveyed in the Fort Frances group indicated that they attend programs at the Fort Frances Best Start Hub. Of these, 69% indicated that the programs meet their needs moderately or very well.  Targeted outreach is offered through a gross motor activity program at St. Michael’s School in fall, winter, and spring and at local parks during the summer months.

Opportunities identified in consultations:

Awareness of the centre:  It was reported that some parents and caregivers are not aware of the centre. Approximately 25% of individuals engaged who do not visit the centre indicated that this was due to a lack of awareness of the centre.  Parents/caregivers note difficulties in accessing information about community programs and services. Service providers also noted that programs can be better promoted within the community. o Facebook is used to access information but presents a barrier for newcomers, since some Facebook groups require a new member to be vouched or invited by a current member to join, and the names of some groups are not intuitive enough for newcomers to find on their own e.g. Borderland Soccer.  Build awareness by participating in community events and activities such as Mall Days, Canada Day celebration, summer camp at the health unit, pop-up play at parks, and monthly Métis Healthy Living Food Box pickups. Participation in community events allows staff an opportunity to make personal connections with community members.  Additional ways to promote programs and activities in the community, include sharing information by email, with schools, posting information in high traffic areas such as the library, health unit, schools, and childcare centre, improved use of social media, monthly early years community newsletter, development of a mobile app, and utilization of the community calendars on the Fort Frances Times (local newspaper) and/or B93.1 (local radio) websites.  Parents and caregivers in Fort Frances indicated that they access information and resources through a variety of sources, including the internet, family/friends, childcare centre/providers, community agencies and schools, and social media.

Centre environment:  Use of inclusive language to avoid perception that programs and activities are intended for female parents and caregivers only.  Suggested enhancements to the space include a food cupboard and a kitchen to allow for food programs.

Hours of operation:  The centre currently operates Monday-Friday, 9 am–5 pm. Parents/caregivers indicated a preference for extended hours, including evenings and weekends to accommodate the schedules of working families. There are currently few family activities available on weekends in the town. It was noted by current centre staff, however, that it is challenging to staff the centre on evenings and/or weekends due to staff agreements.

Programs and services:  More parenting classes  More parenting support groups  Expansion of outreach programs, for example: a) Offering recreation and physical play programs at different locations within the community. b) Outreach to social/family housing unit and at the local Métis Hall. Early years programs were previously delivered at these locations and service providers noted

the positive impact of these programs. c) Outreach to nearby communities, e.g. Devlin.  Opportunities to learn about Indigenous (First Nation, Métis, Inuit) cultural teachings and traditions.

Conversation and information sharing:  Parents and caregivers noted difficulties in meeting other families in the community, and the centre can offer a space for parents and caregivers and children to meet and socialize, but utilization of the centre must be improved.

Underserved groups:  Fathers, Indigenous peoples, lower income families, parents with mental health issues, children with behavioural issues, and isolated or new families.

2) Supporting Early Learning and Development  Drop-in programs and other program and services that build responsive adult-child relationships and encourage children’s exploration, play and inquiry, supported by How Does Learning Happen? Ontario’s Pedagogy for the Early Years.

Current program successes:

 Gross motor outreach program at St. Michael’s School  Summer park program  Playgroups  Infant massage

Opportunities identified in consultations:

 Increased opportunities for recreation and physical play  More varied programming  Non-sport activities, e.g. arts programming  Food and nutrition programs

3) Making Connections for Families a. Responding to a parent/caregiver concern about their child’s development through conversations and observations which can be supported by validated tools and resources (e.g., developmental surveillance, Nipissing District Developmental Screen (NDDS)). In some cases, this may result in supporting parents/caregivers to seek additional support from primary care or other regulated health professionals; b. Sharing information and facilitating connections with specialized community services (such as children’s rehabilitation services), coordinated service planning, public health, education, child care, and child welfare, as appropriate. c. Ensuring Child and Family Centre staff have relationships with community partners and an in- depth knowledge of their community resources to allow for simple transitions (warm hand- offs) for families who may benefit from access to specialized or other services. d. Providing Information about programs and services available for the whole family beyond the early years.

Current program successes:

Community partnerships:  Current partnership with the Northwestern Health Unit o Baby food making o Physical activity “boot camp” o Healthy eating o Exercise groups for moms o Prenatal and new parent classes

Opportunities identified in consultations:

Access to specialized services:  More frequent delivery of programs by public health  Training of staff by speech pathology to do screenings was identified as an opportunity.

Community partnerships:  Development and enhancement of partnerships with other early years service providers, such as the public library and UNFC. Formal collaboration can enable the centre to offer more varied programs, enhance coordination of service delivery, and choice in location for parents and caregivers. People may feel more comfortable accessing services at different locations.

Awareness of programs and services:  Due to the larger size of the community, and existence of other agencies serving families with young children, there is an opportunity for partners to jointly offer more community events and raise awareness of services.

Availability and Accessibility of Other Community Programs and Services

 Parents and caregivers rated access to playgrounds and parks and healthcare positively.  They ranked healthcare, affordable and healthy food, affordable housing, affordable clothing, employment supports for parents, and personal wellness supports for parents as moderately accessible.  They indicated that playgroups and physical activity opportunities for their child/children work very well, that story time programs and family food and nutrition programs meet their needs moderately well, and that parenting support groups do not meet their needs very well.  A large proportion did not know about the accessibility of respite care or programs and supports for children with special needs; there was an identified need for respite care.  Providers noted that an opportunity exists to bring local services providers together on a regular basis to brainstorm and develop partnerships. The Fort Frances Coming Together for Kids Coalition exists as a group of local service providers that undertake planning for families with young children, but it was reported that the group is not currently very active.  Providers noted that for services to be integrated, programs must be for all children, independent of special needs, or on/off reserve.

Atikokan Atikokan is the second-largest community in the Rainy River District, with a population of 2,753. It is a geographically isolated community, located at the eastern end of the district, 150 km east of Fort Frances and 200 km west of the City of Thunder Bay in the neighbouring Thunder Bay District. These are the closest service centres to Atikokan. The Atikokan (Sun Dog) Best Start Hub is operated by the Atikokan Non-Profit Daycare Corporation. The Hub is co-located with the child care centre, several blocks northeast of the downtown centre. The building also houses the Atikokan Adult Learning Centre and the Atikokan location of the Rainy River District Social Services Administration Board. Community engagement activities in Atikokan included two evening community consultations, one community event, one parent/caregiver focus group, one service provider focus group, and a two-page survey distributed to families accessing Ontario Works through the Atikokan DSSAB office. Community members emphasize that Atikokan is unique, eclectic, and full of idiosyncrasies. Due to its geographic isolation, individuals moving to Atikokan sometimes experience “culture shock”, even when moving to the town from other rural communities. While the isolation of Atikokan can be challenging for newcomers to the area, it also encourages community members and service providers to support and rely on one another. Service providers jointly plan schedules and frequently share resources and this has enabled them to offer choice to parents and caregivers. As one community member stated, Atikokan is “inclusive out of necessity.” Residents also commented on how the community has been historically underserviced. For example, there is very limited access to primary care physicians and mental health counsellors. The local hospital no longer provides obstetric services; women travel to Thunder Bay for labour and delivery. Community members expressed concern that the transition from Best Start Hubs to OEYCFCs will translate into a reduction of services. The community relies heavily on strong child and family programs to not only support the health and well-being of existing community members, but to also attract and retain new families in the community. Transportation is a significant barrier to accessing all types of services for residents. There is no public transportation in Atikokan. A taxi service is available, although reported to be costly and unreliable. This presents a barrier to accessing services for individuals without personal transportation. Atikokan has a land area of 319.52 square kilometres. Services, including the Atikokan Public Library, Atikokan Native Friendship Centre (ANFC), the food bank, grocery store, and the Northwestern Health Unit are concentrated in the downtown region, in the southwest area of the town. The Hub is located north of this region, and is within walking distance of downtown. There is a concentration of family housing units on the east end of town which are not within walking distance of the Hub.

Current program successes:

Awareness of the centre:  To promote early year’s programs and services at the centre, the Next Generation Coalition prepares welcome baskets for new parents and caregivers that contain some supplies and information about local resources. Public health nurses refer new parents and caregivers to the Hub to pick up the basket.  Hub activities are additionally promoted through Facebook and a monthly calendar, shared by email with printed copies available at the centre.  The Hub’s co-location with the child care centre promotes awareness of the Hub for parents and caregivers who access child care.

Centre environment:  The centre and staff are welcoming and non-judgemental.  Provides a place for parents to connect with other parents and a place for parents to recharge.  The centre provides meals and maintains a food cupboard and provides diapers, coupons, and childcare supplies as donations allow in partnership with the Atikokan Native Friendship Centre and Next Generation Coalition  Access to an outdoor play area, which the staff has also used for gardening activities.

Programs and services:  Eighteen parents and caregivers surveyed indicated that they attend programs at the Atikokan (Sun Dog) Best Start Hub. Of these, 67% indicated that they access the centre at least once a week. 61% indicated that programs meet their needs very well, and 33% indicated that these programs meet their needs moderately well.  Targeted outreach is offered to other locations in town, including the women’s shelter, schools, and library

Conversation and information sharing:  Provides socialization opportunities for children.  Parents learn about their child’s development and have the opportunity to see positive behaviour modelled by the staff.

Opportunities identified in consultations:

Awareness of the centre:  Consultations revealed additional ways to promote programs and activities in the community, including providing several points of access to information, use of a community bulletin board, posting information in high-traffic places, e.g. the library or health unit, and enhancing the sharing of information between agencies.  Parents/caregivers in Atikokan indicated preferences for accessing resources and information using social media (i.e. Facebook), from childcare centre/providers, family and friends (i.e. word of mouth), and the internet.

Centre environment:  The centre is frequented by stay-at-home mothers, and as such, it was noted that some perceive it as a space for more affluent families and that fathers find it more difficult to engage since few fathers attend the centre.  Facilitate positive relationships and interactions between parents accessing the Hub to ensure that everyone feels welcome and included by people attending the Hub.  Centre staff suggested enhancements to the physical space, including a general drop-in area, artificial quiet space, and more natural spaces and gardens.  The space would be made more accessible with an automatic door.

Hours of operation:  The centre currently operates Tuesday–Friday, opening at 10 am, and is not open any evening hours past 5 pm. It was suggested that the centre offer extended hours, including weekends and earlier mornings.

Programs and services:  Offer high demand programs more often.  Expansion of outreach programs within town (i.e. reach more people who don’t have transportation; increase visibility of program)  Parent education, e.g. positive discipline  Cultural competency – it is important that training is available for staff to work with and support Indigenous families.

Underserved groups:  Women and children who have experienced trauma, women and children accessing the shelter, new mothers, fathers, newcomers to the area, children with special needs, and people experiencing challenges with mental health and addictions, or unemployment. Partnerships can be explored with agencies who support parents and caregivers to reach underserved groups and deliver specialized programming

2) Supporting Early Learning and Development a) Drop-in programs and other program and services that build responsive adult-child relationships and encourage children’s exploration, play and inquiry, supported by How Does Learning Happen? Ontario’s Pedagogy for the Early Years.

Current program successes:

 Child socialization  Food programs such as Make and Take  Attachment programs  Free play  Toy/resource lending

Opportunities identified in consultations:

 Organized recreation and physical play, particularly in the summer  Structured playgroups  Nursery school program (i.e. opportunity for parents to be involved in programming as well as providing a time-out for parents)  More attachment programs  Infant massage  Arts programs

Current program successes:

Community partnerships:  Coordinated service planning in the delivery of early years programs between the Friendship Centre and Best Start Hub  Centre is part of the Atikokan Next Generation Coalition, a group of local service providers that undertake community planning for families with young children

Community resources:  Socialization opportunities for parents and caregivers – it is a great place to meet people, to know what services are available in the community, and what there is to do in the community.

Opportunities identified in consultations:

Access to specialized services:  Ability of centre staff to make referrals to specialized health services, such as speech pathology  Ability of centre staff to create transition to school documents  Development and enhancement of partnerships for the delivery of services by specialized service providers, such as the health unit and Child and Family Services, in particular the infant and child development workers

Awareness of programs and services:  It was reported that newcomers, or new parents, can have difficulty gaining information about programs and services in Atikokan, as there is no community bulletin board. The centre does maintain a bulletin board for families with young children, keeping current participants aware of community services and programs; however this does not reach parents who are not currently accessing services at the centre.  An active listserv is maintained for sharing community information among service providers.  It was additionally suggested that providers could collate all community early years resources into a booklet mailed to families.  Creating several access points to connect people to services – the library and the clinic function as good access points for a wide variety of people (e.g. give people support where they are comfortable.)  Enhanced opportunities to connect with new mothers (i.e. strengthen connections with the Family Health Team and the public health unit).

Centre environment:  Creating safe environments - In a small community, outreach creates opportunities for residents to meet service providers first in a setting familiar to the resident; once the resident establishes a connection with a service provider (e.g. they can associate the service with someone they met), they may feel more comfortable going to them for services in the future  Hub staff suggested developing a separate space for partners to deliver programming.

Availability and Accessibility of Other Community Programs and Services

 Parents and caregivers rated access to playgrounds and parks, childcare, and healthcare positively.  They ranked affordable housing, affordable clothing, and personal wellness supports for parents as moderately accessible, and affordable and healthy food as not very accessible.  They indicated that story time programs, family food and nutrition programs, physical activities for their child/children, and parenting support groups meet their needs very well, and that playgroups do not meet their needs very well.  A large proportion did not know about the accessibility of respite care, programs and supports for children with special needs, or employment supports for parents.

Emo Emo is a rural community located 35 km west of Fort Frances, and has a population of 1,335. Other nearby communities include La Vallee Township, population 938 and Chapple Township, population 638. Rainy River First Nations is located just west of Emo and Naicatchewenin First Nation (Northwest Bay) is located northeast of Emo. A gold mine operated by New Gold Inc. has recently been developed near Emo and has its main office located in the community which is creating employment and attracting newcomers to the area. The Emo Best Start Hub is operated by the Township of Emo. The Hub is co-located with the Emo Public Library, in the lower level of the building, near the town’s business district. Community engagement activities in Emo included one afternoon and one evening community consultation, one parent/caregiver focus group, and one service provider focus group. Participation in one community event also took place in La Vallee Township. Residents describe Emo as a friendly and supportive community where “everybody’s got big hearts”. It is said to be a community that embraces newcomers, although some concern for safety was expressed, due to the recent launch of mining operations and influx of transient workers. Although the town has a land area of 203.09 square kilometres, services are concentrated in the west area of the town, within walking distance to the Hub. There are many services available in Emo, which allows residents to shop, bank, and access healthcare and education from K - grade 12 locally. However, there is no licensed childcare in Emo, and limited access to before and after school programs. Emo, along with Fort Frances, is a service centre for the nearby Chapple Township and La Vallee Township, as these communities have few formal services of their own. There are elementary schools in both townships as well as a licensed child care centre in La Vallee, which serves the surrounding rural communities as well as some residents of Emo. Others rely on unlicensed private home child care. There are no public or alternative transportation options in Emo. This presents a barrier to accessing services for individuals without personal transportation, and do not live within walking distance to service locations in Emo.

Current program successes:

Awareness of the centre:  Centre activities are currently promoted through the Town’s Facebook page and a monthly calendar, shared by email with printed copies available at the centre and health unit.  Parents noted that the location of the Hub is within walking distance for many families.

Centre environment:  The centre and staff are welcoming, fun, and non-judgemental. The staff is caring and approachable.  Coffee and/or food is offered at the centre, and this is enjoyed and appreciated.

Programs and services:  Eighteen parents and caregivers surveyed in the Emo group indicated that they attend programs at the Emo Best Start Hub. Of these, 56% indicated that the Best Start Hub programs meet their needs very well and 33% indicated that the programs meet their needs moderately well.  Some parents enjoy the less structured programming offered at the Hub.

Conversation and information sharing:  The centre provides parents and caregivers with an opportunity to socialize, meet new people, and speak with other parents and caregivers about their child’s behaviour and parenting. Parents noted that it would have been difficult for them to meet other parents if they didn’t come to the Hub.  Offers socialization and modelling for parents. Parents learn to normalize their own experience by observing and talking with other families.

Opportunities identified in consultations:

Awareness of the centre:  It was reported that some residents are unaware of the centre and that it is difficult for parents and caregivers to navigate the myriad of information sources, especially prior to the child entering school. Awareness of the centre can be improved through more prominent signage, and direct promotion of programs to the community through advertising in the newspaper, municipal newsletter, outreach to other communities, school play dates, on the ‘Welcome to Emo’ sign, and by posting information in additional high traffics areas such as the post office.  Parents and caregivers surveyed indicated preferences for accessing resources and information through family/friends, the internet, and school. The use of social media to reach more families and caregivers was also suggested.  The centre’s programs can also be advertised to families in nearby Rainy River First Nations.  More timely communication of events, programs and activities.

Centre environment:  Some noted that first-time visitors to the centre can feel shy or uncomfortable and that it is challenging to form new relationships with other parents and caregivers.  Parents who currently access the Hub also noted that they didn’t know what the expectations were the first time they visited the Hub, and one parent described it as “a bit scary”.  Residents additionally noted that some parents may be hesitant about accessing services due to concerns of criticism or stigma e.g., they don’t want their parenting skills criticized by a service provider.  Service providers also noted challenges in getting young families to utilize services and programs and in engaging parents in interactive learning with their children when they visit a community centre.  It was additionally noted that the centre needs to be a welcoming space for people of all backgrounds, and that program times and services would enable access by families of different circumstances e.g., working families, children with special needs  Since the centre is located on the lower level of the building, visitors have to navigate a staircase to enter the centre and this was noted to be intimidating.  Enhancements suggested for the space included additional parking for strollers and vehicles, a larger space for the centre, and a private space in the centre for providers to deliver services. The current space has a maximum occupancy of 45, and the centre has had to turn people away in the past due to limited space.

Hours of operation:  The centre currently operates five days a week, September – June, and three days a week, July – August. The hours are variable, up to 5:30 pm. There are no weekend or evening hours. Some parents and caregivers suggested during consultations that they would like to see extended hours offered, including some weekend and evening hours, which would allow working parents and caregivers to utilize the centre. Parents and caregivers surveyed indicated a preference for weekday evenings, Saturdays, and weekday mornings.  Parents suggested 6:30 pm – 8:30 pm as the ideal time for weekday evening programming.  Weekend programming that can be enjoyed by the whole family would make it easier for families to attend.

Programs and services:  More parent-focused programs such as positive discipline and learning about child development.  Better access to prenatal programs. Currently, classes are only offered online or in the evening when there are at least three couples registered.  Parent education in rights and services. It was noted that some parents do not understand how systems of service operate, or are unaware of their right to access certain services, and therefore are unable to advocate for their children.  It was reported that the centre previously had a van, and that this vehicle was used to do outreach to neighbouring communities, e.g., Barwick (Chapple Township).  Some parents and caregivers indicated that they and their children do not have enough opportunities to learn about Indigenous (First Nations, Inuit, or Métis) cultural teachings and traditions.

Underserved groups:  Newcomers to the area. It was noted that information can be provided to individuals likely to be in contact with newcomers, e.g., real estate agents, apartment buildings, municipal office, and New Gold Inc. The Hub can also organize events such as Meet and Greet nights on a regular basis to welcome newcomers, and the timing should enable participation of shift workers.

2) Supporting Early Learning and Development a. Drop-in programs and other program and services that build responsive adult-child relationships and encourage children’s exploration, play and inquiry, supported by How Does Learning Happen? Ontario’s Pedagogy for the Early Years.

Current program successes:

 Child socialization; the centre offers a space for children of different ages to interact and learn to play together  Storytime, in partnership with Emo Public Library  Music and movement  Craft programs  Free play and toys at the centre  The importance of socialization for children’s development: Parents noted that children interact differently with adults and children outside of the family, and that these interactions are important for their development.

Opportunities identified in consultations:

 More/varied programming. Residents noted that there are currently very little activities available for children aged 0 – 6. The centre can experiment with “try-it” programs, whereby the centre runs a new program for a short period of time e.g., one month, and see how the community responds to it  Outside play activities  Organized recreation/physical play such as sports, art classes, open gym night  Drop-off child care program  School transition support for children such as introducing the school bus by doing to trial route before the start of school  Increased access to affordable child care  There are no summer child care programs available. A summer recreation program exists, but presents a challenge for parents and caregivers who are unable to transport their children to and from programs during the day.  It was noted that improved professional development opportunities for staff and outreach between Hubs will enable the delivery of more varied programming.

3) Making Connections for Families a. Responding to a parent/caregiver concern about their child’s development through conversations and observations which can be supported by validated tools and resources (e.g., developmental surveillance, Nipissing District Developmental Screen (NDDS)). In some cases, this may result in supporting parents and caregivers to seek additional support from primary care or other regulated health professionals; b. Sharing information and facilitating connections with specialized community services (such as children’s rehabilitation services), coordinated service planning, public health, education, child care, and child welfare, as appropriate. c. Ensuring Child and Family Centre staff have relationships with community partners and an in- depth knowledge of their community resources to allow for simple transitions (warm hand- offs) for families who may benefit from access to specialized or other services. d. Providing Information about programs and services available for the whole family beyond the early years.

Current program successes:

Community partnerships:  The centre partners with the Emo Public Library to deliver story time programs and an annual party, both of which are very well attended.  The centre also partners with the town to deliver summer recreational programming, and with the health unit to delivery programs at the centre.

Opportunities identified in consultations:

Access to specialized services:  Enhanced partnership with public health for the delivery of programs concerned with child health and development, such as speech development information sessions and baby food making. It was noted that programming delivered through the health unit can occur with greater frequency.  Improved early intervention and referrals before children enter school, as it can be difficult for them to get assessed once they are in school.  An event where different specialists e.g., hearing, vision, developmental, come to the Hub to talk to parents and provide information in a single setting.

Awareness of programs and services:  Information about community resources could be collated and organized so that a comprehensive list of child care centres and early years programs can be distributed to parents and caregivers.  It was suggested that the centre act as a central access point for information on community activities and services.

Availability and Accessibility of Other Community Programs and Services

 Parents and caregivers rated access to playgrounds and parks and healthcare positively.  Parents and caregivers ranked childcare, affordable and healthy food, affordable housing, affordable clothing, and employment supports for parents as moderately accessible and personal wellness supports for parents as not very accessible.  Parents and caregivers indicated that physical activity opportunities for their child/children meets their needs very well, that story time programs, playgroups, and family food and nutrition programs meet their needs moderately well, and that parenting support groups do not meet their needs very well.  A large proportion did not know about the accessibility of respite care or programs and supports for children with special needs.

Stratton Stratton, in Morley Township, is a rural community located 60 km west of Fort Frances, and 30 km east of the Town of Rainy River. The population of Morley Township is 480. Community engagement activities in Stratton included one evening community consultation, and one parent and caregiver focus group. No service provider focus group was held here since most early years service providers do not have a permanent service location in Stratton, although they do partner with the Stratton Best Start Hub to offer services in the community. Local officials such as municipal councillors of the Morley Township and executive members of the Stratton Recreation Centre and Arena were present at the community consultation to provide feedback. The Stratton Best Start Hub is operated by Child Care Centre of Rural Stratton Inc. The Hub is co-located with the Stratton Senior Friendship Centre. There are few formal services available directly in the community and the centre operates as both a child care resource centre and a key community gathering space. The centre is also located within very close walking distance of the Stratton Recreation Centre and Arena and Our Lady of the Way School, a Catholic school from K - grade 8. Residents described Stratton as unique, and that there is a strong sense of community. The Stratton community consultation was attended by 29 adults and 19 children; far more engagement based on population than was seen in any other community. For a community small in population, Stratton organizes many events, such as the Ontario 150 Celebration this year, an annual Pi Run, and Canada Day celebrations. Morley Township has a land area of 390.61 square kilometres. There are limited services located within the Township; therefore personal transportation is required for shopping, employment, and accessing healthcare services in nearby communities. Community members indicated that transportation is not a barrier to accessing services as they have the means to meet their travel needs. With that said, residents noted that the school transportation system is not flexible to accommodate needs such as changes to pick-up and drop-off locations for children with multiple caregivers. It was also noted that due to the long distances that residents travel to access work and most services, it is important to the community that activities and some services can be accessed through the Hub in Stratton. Residents also shared that there is a lack of affordable housing and child care, and that the latter prevents mothers from returning to work.

Current program successes:

Awareness of the centre:  The centre sends their monthly calendar and newsletter in the mail and by e-mail, and posts on Facebook to promote programs. The centre additionally posts notices of community services and events of interest to families with young children.

Centre environment:  It was noted that the centre is a welcoming environment staffed by an experienced and knowledgeable coordinator. The staff responds to concerns of parents and designs programs to support them.  The centre is a familiar and engaging place, always with new activities.  The centre provides a strong support system for residents. The centre is important to mothers who look after their children while their partner spends extended periods of time working away from home.  New families become connected to the community through the centre.  There is access to an outdoor green space.

Programs and services:  Twenty-one parents and caregivers surveyed indicated that they attend programs at the Stratton Best Start Hub. Of these, 62% indicated that the Best Start Hub programs meet their needs very well and 29% indicated the programs meet their needs moderately well.  Residents indicated that current programs at the centre meet the needs of the community.  Parenting courses and programs

Conversation and information sharing:  Socialization of parents and caregivers and children was noted as a benefit of the centre, which provides opportunities for parents and caregivers to exchange ideas and information, and learn to normalize their children’s behaviour.

Opportunities identified in consultations:

Awareness of the centre:  While the centre is located in a high-traffic area, its presence is not very visible to people who are not familiar with the community. More prominent signage will increase visibility of the centre for newcomers.

Centre environment:  Recommendations for the physical space of the centre included improved green space, improved wheelchair accessibility, more gross motor play structures, and a dedicated private space for service providers to deliver programs.

Hours of operation:  The centre currently operates four days a week from September-June and three days a week in July-August. Although the centre does not operate evening or weekend hours, community soccer for children is organized by the centre, and occurs on Monday and Wednesday evenings in May and June.  A preference for attending child and family programs on evenings and weekends was expressed, with Saturday preferred over Sunday.

Programs and services:  Access to respite care  It was noted that the internet has negatively impacted attendance at the centre, as some parents and caregivers shifted to obtaining information online, and replacing live interactions with online games and apps for their children.  Expansion of programs will require investment in professional development for the staff at the centre, in new and upgraded resources and tools, and enhanced partnerships with service providers.  Residents suggested continual and systematic reassessment of community needs to ensure responsive programming.

Underserved groups:  Single parents and caregivers  Newcomers to the area

Current program successes:

 School readiness program  Playgroups  Baby Picasso  Mother Goose  Soccer  Backpack activity: children complete activities at home and bring them back to receive free school supplies, and receive a backpack if they complete all the activities.  The centre offers programming for different age groups, and the target age group for each activity is communicated to parents and caregivers in the newsletter.  Children who spent time at the centre when they were young continue to visit even after they’ve moved away or aged out.

Opportunities identified in consultations:

 Increased opportunities for recreation and physical play  Greater program variety, more educational programs  More services for children aged 7 – 14, e.g., life skills programs such as cooking and budgeting, safety training on topics such as cyberbullying, internet safety, and dealing with syringes and other dangerous materials. The centre currently offers babysitting courses and volunteer opportunities for teenagers.  Program recommendations included family activities that are inclusive of older children and adults, and programs for fathers and kids.  After school programming  Toy and resource lending, e.g., play pens, car seats, strollers

3) Making Connections for Families a. Responding to a parent/caregiver concern about their child’s development through conversations and observations which can be supported by validated tools and resources (e.g., developmental surveillance, Nipissing District Developmental Screen (NDDS)). In some cases, this may result in supporting parents and caregivers to seek additional support from primary care or other regulated health professionals; b. Sharing information and facilitating connections with specialized community services (such as children’s rehabilitation services), coordinated service planning, public health, education, child care, and child welfare, as appropriate. c. Ensuring Child and Family Centre staff have relationships with community partners and an in- depth knowledge of their community resources to allow for simple transitions (warm hand- offs) for families who may benefit from access to specialized or other services. d. Providing Information about programs and services available for the whole family beyond the early years.

Current program successes:

Community partnerships:  The centre partners with the health unit to deliver services such as immunization at the centre.

Community resources:  Residents noted that the centre is a key resource in the community and a gateway for many services.

Opportunities identified in consultations:

Access to specialized services:  Increased access to systematic developmental screening  Mental health support for children  Residents also indicated a need for mental health support for adults. Residents also suggested monthly health and wellness nights with licensed practitioners.  There was additionally interest expressed in the delivery of services by licensed practitioners such as speech therapy, mental health, occupational therapy and infant hearing.  Residents noted that more services should be brought into the community and offered on a regular basis, e.g., psychometry visits

Cultural programming:  Some parents and caregivers indicated that they and their children do not have enough opportunities to learn about Indigenous (First Nations, Inuit, or Métis) cultural teachings and traditions.

Availability and Accessibility of Other Community Programs and Services

 Although the centre currently partners with the Rainy River Public Library to provide books to the community, individuals reported an interest in a local library. The type of desired library services was not clearly indicated, however, and this is an area that warrants further consultation.  Parents and caregivers rated access to playgrounds and parks, story time programs, and playgroups positively.  Parents and caregivers ranked affordable housing as moderately accessible. Affordable and healthy food, affordable clothing, healthcare, employment supports for parents, personal wellness supports for parents, programs and supports for children with special needs, childcare and respite were ranked as not very accessible.  Parents and caregivers indicated that family food and nutrition programs meet their needs moderately well and that parenting support groups do not meet their needs very well.  Long-term community planning is needed to build meaningful long-term resources.

Rainy River Rainy River is a community with a population of 810, located at the western end of the district, 90 km west of Fort Frances. It is an international border town, adjacent to Baudette, MN. Dawson Township, population 470, is adjacent to Rainy River. Lake of the Woods Township, population 230, is located approximately 60 km north of Rainy River. Nearby First Nations are Mishkosiimiiniiziibig (Big Grassy) and Anishinaabeg of Naongashiing (Big Island) First Nation, both in the region of Lake of the Woods Township. The Rainy River Best Start Hub is operated by Rainy River Play School Inc. The Hub is centrally located in the town, within Riverview Elementary School. An amalgamation of Riverview Elementary School and Rainy River High School into a K-12 school is planned. In the future, there will be a change of location for the centre due to the planned amalgamation. Community engagement activities in Rainy River included one evening community consultation, one parent/caregiver focus group, and one service provider focus group. An evening community consultation was also held in community of Morson, located in Lake of the Woods Township. Residents of Rainy River note that it is a friendly and welcoming place, with a strong sense of community pride. It is small, in terms of both geography and population, and community members feel that it is a very safe place, where children “just go”. Residents enjoy outdoor recreation such as fishing and hunting, and the town has several essential services including a grocery store, pharmacy, medical centre, recreation centre, arena, child care centre, and a public health office. There is one elementary school and one high school. Residents reported that not only are there few activities for children in the town, there are few activities for adults, and that they would like to see activities organized for the whole family. Although services in Rainy River are limited, it is a border town, and residents of Rainy River and Baudette, MN access services in both communities. Baudette is also a small community, with a population of 1,106, but does offer residents with some additional choice for groceries and other retail. Likewise, residents of Baudette access child care and the Best Start Hub in Rainy River. While there are no public or alternative transportation options in Rainy River, the town is geographically small, with a land area of 3.11 square kilometres and the lack of public transportation is not likely a great barrier for individuals living within the town. The town is a service centre for individuals living in surrounding rural areas, however, and transportation does present a barrier to accessing services for those persons. The round trip from Morson to Rainy River, for example, is 110 km.

Current program successes:

 Twelve parents and caregivers surveyed in the Rainy River group indicated that they attend programs at the Rainy River Best Start Hub. Of these, 8% indicated that Best Start Hub programs meet their needs very well and 50% indicated that the programs meet their needs moderately well.  The centre provides a space for parents and caregivers and children to socialize, which reduces isolation for parents and caregivers and provides interaction and stimulation needed for various aspects of child development.  Centre activities are promoted through Facebook and a monthly calendar, which is shared by email with parents and caregivers and other service providers throughout the district.  Offers some evening hours, up to 7 pm, to accommodate working parents.

Opportunities identified in consultations:

 Underserved groups in Rainy River were identified as teenagers, working mothers, and children not involved in sport.  Access to information is difficult, particularly for new moms, as community information is not centralized.  Additional ways to promote programs and activities in the community include developing an online community calendar, a town bulletin board and use of the town website.  Parents and caregivers in Rainy River indicated preferences for accessing resources and information using social media and the internet.  Programs within the community can also be, and are, advertised in local businesses and in the local newsletter, The Rainy River Circular. Community groups also have agreements for the cross-promotion of community activities and events.  The centre currently operates Monday-Friday. Due to its location within a school, hours during July-August are restricted to 11 am – 4 pm. During the remainder of the year, the centre offers variable hours, including evenings up to 7 pm. Some parents and caregivers in Rainy River indicated that they would like to see extended hours that include more evenings and weekends. It was noted that the current summer hours are inconvenient for working parents and caregivers.  The current space is small and lacks a kitchen. It easily becomes crowded, making it less

desirable for parents and caregivers with multiple children or children with sensory issues. Access to the centre is difficult as parents and caregivers have to be buzzed into the building and have difficulty navigating the door, or moving through the hallways as classes change. Visitors to the centre are distracted by school activities such as bells, announcements and the moving of people. Desired attributes for the physical space include an open area, bathroom, kitchen, dining area, and a quiet meeting/focus room.  Awareness of the centre is negatively affected by its location, particularly for newcomers, as this is not a highly visible location. This could be addressed through more prominent signage and advertising. It was reported that some new parents and caregivers do not know the centre exists.  There are limited services and activities available for families in Rainy River and there is a preference for the centre to organize recreation that can be enjoyed by the whole family, such as movie nights.  Some parents and caregivers indicated that they and their children do not have enough opportunities to learn about Indigenous (First Nations, Inuit, or Métis) cultural teachings and traditions.  Opportunities exist to do targeted outreach to Lake of the Woods Township

Current program successes:

 Make the Connection (attachment)  Baby massage  Free play activities  Food and nutrition programs  Breastfeeding support  Bike safety  Babysitting course

Opportunities identified in consultations:

 Increased opportunities for recreation and physical play  More varied programming  Groups for fathers  Programs for older children  Cultural activities  Activities for persons of varying abilities  Physical activity, e.g. Stroll and Roll

3) Making Connections for Families a. Responding to a parent/caregiver concern about their child’s development through conversations and observations which can be supported by validated tools and resources (e.g., developmental surveillance, Nipissing District Developmental Screen (NDDS)). In some cases, this may result in supporting parents and caregivers to seek additional support from primary care or other regulated health professionals; b. Sharing information and facilitating connections with specialized community services (such as children’s rehabilitation services), coordinated service planning, public health, education, child care, and child welfare, as appropriate. c. Ensuring Child and Family Centre staff have relationships with community partners and an in- depth knowledge of their community resources to allow for simple transitions (warm hand- offs) for families who may benefit from access to specialized or other services. d. Providing Information about programs and services available for the whole family beyond the early years.

Current program successes:

Community partnerships:  Service providers indicated that they see the benefit of having the centre in the community and expressed interest in enhancing partnerships.

Opportunities identified in consultations:

 Development and enhancement of partnerships with the library, day care, and public health practitioners.  Partnership with the Rainy River Recreation Centre to deliver physical activity and recreation programs.  More regular communication and information sharing among service providers. There is an opportunity for service providers in Rainy River to improve collaboration through more regular meetings. This can be initiated by first creating a listserv of all providers.

Availability and Accessibility of Other Community Programs and Services

 Parents and caregivers rated access to playgrounds and parks, childcare, affordable and healthy food, affordable housing, and healthcare positively.  Parents and caregivers ranked affordable clothing, employment supports for parents, and personal wellness supports for parents as not very accessible.  They indicated that family food and nutrition programs and physical exercise opportunities their child/children meet their needs very well and that story time programs and playgroups meet their needs moderately well.  A large proportion did not know about the accessibility of respite care or programs and supports for children with special needs.

Appendices

Appendix 1: Community groupings Community name Municipalities Neighboring First Nations Atikokan Atikokan Emo La Vallee Naicatchewenin First Nation Emo Rainy River First Nations Chapple Fort Frances Fort Frances Couchiching First Nation Alberton Mitaanjigamiing First Nation Lac La Croix First Nation Mine Centre Unorganized Territory Nigigoonsiminikaaning First Nation

Seine River First Nation Rainy River Rainy River Anishinaabeg of Naongashiing First Nation Dawson Mishkosiminiziibiing First Nation Lake of the Woods Stratton Morley Community groupings used for survey and community consultation analysis and summary of live births.

Appendix 2: Rainy River District Map Rainy River District, Ontario

Kenora District Lake of the Woods

6 9 7 1 5 4 8 Mine Centre Unorganized Territory 3

First Nations 2

Municipalities Population 230 - 560 1 – Atikokan 6 – Chapple 560 - 875 2 – Fort Frances 7 – Morley 875 - 2,045 3 – Alberton 8 – Rainy River 2,045 - 5,245 4 – La Vallee 9 – Dawson 5,245 – 7,735 5 - Emo 10 – Lake of the Woods

Children Ages 0-6

OEYCFC location 200 400 800 1,200 Potential outreach location

Map of the Rainy River District: Locations of OEYCFCs indicated with yellow labels. Potential outreach locations indicated with blue labels.

Appendix 3: Population, families and children

Population, families and children in the Rainy River District (2016)

Geography Total population Families with Families with at Total children Total children at least 1 least 1 child aged 0-6 (n) aged 0-6 (% of child aged 0- aged 0-24 yrs District total 24 yrs (n) (% of District for this age total for this group) age group) Alberton 970 140 5.1% 100 6.3% Atikokan 2,755 335 12.2% 135 8.5% Chapple 640 75 2.7% 50 3.1% Dawson 470 50 1.8% 35 2.2% Emo 1,335 185 6.8% 135 8.5% Fort Frances 7,735 1,065 38.9% 545 34.3% La Vallee 940 130 4.8% 85 5.3% Lake of the Woods 230 15 0.5% 15 0.9% Morley 480 60 2.2% 50 3.1% Rainy River 810 95 3.5% 50 3.1% Rainy River, Unorganized NO 1,385 145 5.3% 70 4.4% Rainy River District total 20,110 2,735 100.0% 1,590 100.0% Total population counts, number and percentage of families with at least one child aged 0-24 years, and total number and percentage of children aged 0-6 years in the Rainy River District. Source: Statistics Canada, Census of Canada 2016.

Appendix 4: Aboriginal identity

Aboriginal identity by age group

Geography Total Aboriginal Aboriginal Total Aboriginal Aboriginal Population, Identity, Aged Identity, Aged Population, Identity, Aged Identity, Aged Aged 0-9 yrs 0-9 yrs 0-9 yrs (%) Aged 10-19 yrs 10-19 yrs 10-19 yrs (%) Rainy River 2,390 825 34.50% 2,845 950 33.40% District Ontario 1,413,800 48,200 3.40% 1,621,280 54,010 3.30% Canada 3,677,115 261,935 7.10% 4,075,965 269,230 6.60%

Geography Total Aboriginal Aboriginal Total Aboriginal Aboriginal Population, Identity, Aged Identity, Aged Population, All Identity, All Identity, Aged Aged 20 yrs & 20 yrs & over 20 yrs & over Ages Ages All Ages (%) over (%) Rainy River 14,810 2,700 18.2% 20,045 4,475 22.3% District Ontario 9,616,715 199,215 2.1% 12,651,795 301,425 2.4% Canada 25,099,245 869,520 3.5% 32,852,325 1,400,685 4.3% Aboriginal identity by age group in the Rainy River District, number and percentage. Source: Statistics Canada, 2011 National Household Survey.

Appendix 5: Utilization of Best Start Hubs

Rainy River District Best Start Hubs Visits by Children, January 2016 - June 2017 350

300

250

200

150

100

0 Jan-2016 Apr-2016 Jul-2016 Oct-2016 Jan-2017 Apr-2017

Atikokan (Sun Dog) Emo Fort Frances Fort Frances Aboriginal Rainy River Stratton

Utilization of current programs – visits to Best Start Hubs by children aged 0-6, January 2016 – June 2017.

Rainy River District Best Start Hubs Visits by Parents, January 2016 - June 2017 350

300

250

200

150

100

0 Jan-2016 Apr-2016 Jul-2016 Oct-2016 Jan-2017 Apr-2017

Atikokan (Sun Dog) Emo Fort Frances Fort Frances Aboriginal Rainy River Stratton

Utilization of current programs – visits to Best Start Hubs by parents, January 2016 – June 2017.